单元名称：

Unit 10 If you go to the party, you’ll have a great time!

教材版本：

PEP Go for it!

授课年级：

Grade 8

整体设计思路

Eighth grade students are in the ignorant period of life, life will encounter a variety of different problems, the topic of this unit is how to solve the problems encountered by teenagers, and students will be willing to speak, willing to write. At the beginning of this class, I will arouse Ss’ interest by sharing with them my own problems. Then I will guide Ss to discuss the problems which them meet and how to solve it. Next ask Ss to guess: If I am worried about something, what will I do? Then do several tasks to realize the text about Laura Mills’ and Robert Hunt’s opinions. By the end of this class, Ss will be able to ease the pressure on themselves by talking to other people with the knowledge learned in this reading.

教学目标

By the end of this class, Ss will be able to:

1. Knowledge objectives:

2.   1. Students can get a clear picture of the structure.

3.   2. Students can figure out the deep meanings of some sentences in the article.

4. Ability objectives:

5.   1.Students can learn some reading skills:

6.   1) Students can locate the main idea of the passage by skimming and tell the clues.

7.    2) Students can get the useful information they need by scanning.

8.    3)Students can get the main thread of the passage by structure analyzing

9.   2. Students can express their thought by using the sentences in the article.

3.Moral objectives:

Students learn to ease the pressure on themselves by talking to other people.

教学重难点

1. Students can get the main idea of the passage by skimming and tell the clues.

2. To express their thought by using the sentences in the article and understand the article by connecting the real life.

教学过程

教学步骤

教师活动

学生活动

设计意图

及资源准备

Grouping

Divide students into

groups of four.

Get ready for class.

Prepare for the

group work.

Leading in

Greetings with Ss and lead in the topic.

1、Ss listen to the teacher’s problem.

2、Ss talk about their problems

3、 Ss guess what the teacher will do.

In order to connect the topic, contact the real life, let the students some say, for the following reading to pave the way.

Pre-reading

1. Show pictures of different types of problems and ask students to discuss what problems they will encounter and how to talk to others about them.

2. Do the prediction.

1、 Ss say something about what will do when they have problems

2、 Ss say something whether they talk about their problems with others.

3. Ss look at the picture and the first three sentences in paragraph1 and try to predict what the passage is mainly about.

These aim to activating their background knowledge and helping them familiarize more have the reading topic.

While-reading

Skimming:

 Ask Ss to skim the passage and find out the main idea.(Prediction correct or not)

Ss skim the passage and find out the main idea.

Train students' speed reading skills and find out supporting details by speed reading.

While-reading

Scanning:

1. 1、Ask Ss to scan the passage and fill in the chart about Laura Mills and Robert Hunt’s opinions.

2、 What’s the writer’s opinion?

3、Does the writer agree with Laura Mills’ and Robert Hunt’s opinions.

4、What are their opinions?

1、Ss fill in the chart about Laura Mills’ and Robert Hunt’s opinions with their group members.

2. Ss find out the writer’s opinion.

3、Ss try to find out if the writer agrees with Laura Mills’ and Robert Hunt’s opinions.

4、Ss find out their opinions

Students can browse through the text to find out the views of Laura Mills and Robert Hunt, and then find out if there is another person's opinion in the text. Whose opinion is it? Does the author agree with the first two? Are the three of us on the same page? Verify the main idea of the article again by the students.

Structure analyze

1.   1、Lead Ss to get clear of the main structure of the passage.

2.    2、 Ask Ss to read again and fill in the blanks.

3.    3、Listen and read the passage.

1. 

4.    1、Ss get clear of the main structure of the passage.

5.    2、 Ss read again and fill in the blanks.

6.    3、 Ss listen and read the passage.

Understand the main line of the article, through the analysis of the main line of the article, then understand the structure of the text, and extract important information for each paragraph to fill in the blank, the teacher led the students to read the essay, complete the table, so that the article has a further understanding by listening to read, develop a sense of language

Post-reading

Discussion

1. Did you lose anything before like Laura?

2. Were you afraid to tell your parents?

3. What did you do?

4. What will you do if you have problems?

1、Ss say something about their experiences

2、After learning this passage, What will the Ss do if they have problems.

By understanding the story of Laura, let the students contact with their real life, when they face problems or have trouble, learn how to deal with the problem

Writing 

Make Ss do the writing exercise and check the answers.

Ss do the writing exercise and check the answers.

The students comprehensively apply the knowledge they have learned to achieve the output of the language

Homework

Level A：Retell the passage (2b) according to mind map.

Level B：Read the passage (2b) fluently.   

Ss write down the homework and finish it at home.

It is very difficult for students to retell such a long text. Therefore, we designed a mind map for B level students to have some difficulties in learning English. Let them listen to the tape, imitate and read aloud fluently to cultivate their language sense

板书设计

教学反思

1.Can combine the teaching content, link the student's actual life, guide the student to face the perplexity and trouble, let the text reading and the language application close union

2.How to design teaching procedures to elicit Ss to learn to face difficulties bravely and how to help students improve and develop their creative thinking in teaching is the point that I need to think about.